MOTTO

“Just because your process took longer than others doesn't mean you fail" -

Colonel Sanders-

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ABSTRACT
Nur Islamiyah (A 121 17,075). This thesis is entitled "The Perception of English
Teachers About the Use of Crossword Puzzle Game in Teaching Vocabulary in
Junior High Schools in Palu". English Education Study Program, Department of
Language and Art Education, Faculty of Teacher Training and Education,
Tadulako University, 2021. (Supervised by Abdul Kamaruddin and Afrilia
Anggreni).

This research is about the perception of English teachers about the use of
crossword puzzle games in teaching vocabulary in junior high schools in Palu.
The purpose of this study was to find out whether students' vocabulary mastery
increased when using crossword puzzle techniques, identify obstacles faced by
teachers during the process of teaching vocabulary using crossword games and
identify the impact felt by teachers after using crossword games in teaching
vocabulary. In this study, the researcher used descriptive qualitative research. The
researcher used purposive sampling technique to determine the sample. The
subjects of this study were English teachers in junior high schools and the number
of samples was 5 teachers. In collecting data, researchers used two kinds of
instruments, namely: interviews, and questionnaires. The researcher used three
major data analysis, namely data reduction, data presentation and drawing
conclusions or verification. From the data analysis, the researcher found that the
obstacles faced by the teacher in teaching vocabulary using crossword puzzles
were that the class was too crowded, the teacher could not handle the class well
because some students were busy with their own business and laughed and joked
a lot. Second, another result that can be concluded is that teachers still need to
work hard for the implementation of crossword puzzles in teaching vocabulary.
Third, there are several positive impacts of using crossword puzzles in vocabulary
learning, including helping teachers make students focus on the learning process,
encouraging students to stay enthusiastic in learning and developing students’
vocabulary so that learning process between teachers and students occurs as
expected and the use of crossword puzzles affects students' vocabulary
achievement so that basically students will be more motivated to learn if they use
varied or different learning media related to the game.

Keywords: Crossword Puzzle, Descriptive Qualitative Research Method, barriers,

impact, Teaching vocabulary
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ABSTRAK
Nur Islamiyah (A 121 17.075). Skripsi ini berjudul “Persepsi Guru Bahasa Inggris
Tentang Penggunaan Crossword Puzzle Game Dalam Pengajaran Kosakata Di
Sekolah Menengah Pertama Di Palu”. Program Studi Pendidikan Bahasa Inggris,
Jurusan Pendidikan Bahasa dan Seni, Fakultas Keguruan dan Ilmu Pendidikan,
Universitas Tadulako, 2021. (Dibimbing oleh Abdul Kamaruddin dan Afrilia
Anggreni).

Penelitian ini tentang Persepsi Guru Bahasa Inggris tentang Penggunaan

Crossword Puzzle Game dalam Pengajaran Kosakata di Sekolah Menengah
Pertama di Palu. Tujuan dari penelitian ini adalah untuk mengetahui apakah
penguasaan kosakata siswa meningkat saat menggunakan teknik teka-teki silang,
mengidentifikasi kendala yang dihadapi guru selama proses pengajaran kosakata
menggunakan permainan teka-teki silang dan mengidentifikasi dampak yang
dirasakan guru setelah menggunakan teka-teki silang permainan dalam
mengajarkan kosakata. Dalam penelitian ini, peneliti menggunakan penelitian
kualitatif deskriptif. Peneliti menggunakan teknik purposive sampling untuk
menentukan sampel. Subyek penelitian ini adalah guru bahasa Inggris di SMP dan
jumlah sampel sebanyak 5 guru. Dalam pengumpulan data, peneliti menggunakan
dua macam instrumen, yaitu: wawancara, dan angket. Peneliti menggunakan tiga
besar analisis data yaitu reduksi data, penyajian data dan penarikan kesimpulan
atau verifikasi. Dari analisis data, peneliti menemukan bahwa kendala yang
dihadapi guru dalam mengajar kosakata menggunakan teka-teki silang adalah
kelas yang terlalu ramai, guru dapat tidak menangani kelas dengan baik karena
beberapa siswa sibuk dengan urusan mereka sendiri dan banyak tertawa dan
bercanda. Kedua, hasil lain yang dapat disimpulkan adalah guru masih
membutuhkan kerja keras untuk implementasi teka-teki silang dalam pengajaran
kosakata karena. Ketiga, ada beberapa dampak positif penggunaan teka-teki
silang dalam pembelajaran kosakata diantaranya membantu guru membuat siswa
fokus pada proses pembelajaran, mendorong siswa tetap semangat dalam belajar
dan mengembangkan siswa. kosa kata sehingga proses pembelajaran antara guru
dan siswa terjadi seperti yang diharapkan dan penggunaan teka-teki silang
mempengaruhi pencapaian kosakata siswa sehingga pada dasarnya siswa akan
lebih termotivasi untuk belajar jika mereka menggunakan media pembelajaran
yang bervariasi atau berbeda. berhubungan dengan permainan.

Kata Kunci: Teka Teki Silang, Metode Penelitian Kualitatif Deskriptif, hambatan,
dampak, Pengajaran Kosakata
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ACKNOWLEDGEMENTS

Alhamdulillahrabil'aalamin, the researcher would like to present her deepest

gratefulness and thanks to Allah Subhanahu wata’ala, for the blessings, health,

kindness, mercifulness and much more that the researcher could not replace all

that has been given to him during preparing proposal, conducting the research,

until completing this skripsi as one of the requirements for degree of Sarjana

Pendidikan in English Education Study of Tadulako University. And then,

shalawat and salam are given to the beloved prophet Muhammad shallallahu

„alaihi wasalam, who was led the Moslem from the murky period to the bright

area, and all his families, companions, disciples.

The researcher would like to thank all people who have helped the researcher

in finishing this skripsi. Without them, this skripsi never been there. First, the

researcher would like to convey his special thanks to her beloved parents,

Syamsuddin and Rosdiana who have given love, care, support, help and pray

during her life. The researcher also owes thanks to her brother Zul Kifli. Without

them all, it is impossible for the researcher to finish her study.

Second, the researcher would like to deliver this thanks to the previous

supervisor, Abdul Kamaruddin, S.Pd., M.Ed., Ph.D. supervisor who provided

time,

experience, knowledge, suggestions, and motivations to the writer. The researcher

would like to express her deepest gratitude to his wise supervisor, she presents her

high appreciation to her co-supervisor Afrillia Anggreni, S.Pd.I, M.Pd. for all the
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valuable guidance, ideas, suggestions, and comments during the completion of

this skripsi. Thereafter, the researcher would like to express her gratitude to her

reviewer Drs. Mochtar Marhum, M.Ed., Ph.D who gave precious comments and

suggestions to this undergraduate skripsi.

Third, as a student of English Department of Teaching Training and Education

Faculty at Tadulako University, the researcher would like to express his gratitude

and appreciation to the Rector of Tadulako University, Prof. Dr. Ir. H. Mahfudz,

MP and his staff, the Dean of Teacher Training and Education Faculty, Dr. Ir.

Amiruddin Kade, S.Pd., M.Si. , the Head of the Language and Art Education

Department, Dr. Hj. Sriati Usman, M.Hum, the Coordinator of English Education

Study Program, Dr, Rofiqoh, M.Ed, all lectures in Tadulako University, especially

the lectures of the English Education Study Program for experience, suggestion,

and motivation to the researcher until he can finished this skripsi.

Fourth, the researcher wants to give his appreciation to the Headmaster of

SMP Negeri 12 Palu Yusri, S.Pd., M.Pd, Headmaster of SMP Negeri 19 Palu

Ilman Usman, S.Pd., M.Pd, Headmaster of SMP Negeri 9 Palu HILMI, S.Pd.,

M.Pd, Headmaster of SMP Negeri 18 Palu KISMAN, S.Pd.,M.Pd, and

Headmaster of SMP Negeri 20 Palu SARTONO, S.Pd for their permission to

conduct the research at school.

Furthermore, the researcher would like to deliver thanks to Teacher of SMP

Negeri 12 Palu Hj. Hartati, S.Pd, Teacher of SMP Negeri 19 Palu Hj. Gustia

M.Pd, Teacher of SMP Negeri 9 Palu Ni Wayan Trisinarti, S.Pd., Teacher of

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SMP Negeri 18 Palu Yuli Puspitasari, S.Pd, and Teacher of SMP Negeri 20 Palu

Ma Intan, S. Pd for their guidance, support, and motivation.

Next, the researcher would like to thank to her beloved best friends, such as

Fernando Wijaya, S.Pd, Nurul Wahyu Wathoni S. Ak, Lilik Sriani, Ni Komang

Ayu Widari, S.Pd, Idham Katoba, S.Pd and Mardiana for their help, motivation,

and support.

Finally, the researcher would like to thank to her squad friends called nabaya

squad ( Ni komang ayu widari, Rabiatul adawiah, Yurnaningsih Tuu, Sela

Febriani and Putri Fatimah Achmad), classmate B17 English Department

“Br17liant Class”, friend in the community service program ( moh. Junaidi

thamrin and ni komang desi cahyani and to all my tutor friends who has given so

much help, kindness, memories, togetherness, and so much advice for researchers

who has accompanied and supported him in completing this thesis whole

heartedly, the researcher would like to thank every single person who have been

involved in the completion of this thesis and parties who have not mentioned

personality. May Allah reward all your favors. Amen,

Palu, August 2022

Researcher.

Nur Islamiyah
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TABLE OF CONTENTS
APPROVAL PAGE...............................................................................................ii
TABLE OF CONTENTS.....................................................................................iii
CHAPTER I........................................................................................................................1
INTRODUCTION..............................................................................................................1
1.1 Background of the Study....................................................................................1
1.2 Problem statement..............................................................................................2
1.3 Objective of the research....................................................................................3
1.4 Significance of the research................................................................................3
1.5 Scope of the research..........................................................................................3
1.6 Operational key terms........................................................................................4
CHAPTER II......................................................................................................................5
PREVIOUS STUDY, LITERATURE REVIEW AND THEORETICAL
FRAMEWORK..................................................................................................................5
2.1 Previous study....................................................................................................5
2.2 Literature review................................................................................................6
2.2.1 Vocabulary.................................................................................................6
2.2.2 Crossword Puzzle Game...........................................................................17
2.3 Theoretical framework.....................................................................................21
CHAPTER III..................................................................................................................23
RESEARCH METHOD..................................................................................................23
3.1 Research Design...............................................................................................23
3.2 Setting and Time of research............................................................................23
3.3 Subject of The Research...................................................................................24
3.4 Technique of Collecting Data...........................................................................24
3.4.1 Research instrument.................................................................................24
3.4.2 Data collecting technique.........................................................................25
3.5 Techniques of Data Analysis..............................................................................27
CHAPTER IV...................................................................................................................31
FINDING AND DISCUSSION.......................................................................................31
4.1 Finding...................................................................................................................31
a. Data Reduction.................................................................................................31
b. Data display......................................................................................................34
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c. Conclusion Drawing/Verification.....................................................................44
4.2 Diccussion........................................................................................................46
CHAPTER V....................................................................................................................48
CONCLUSION AND SUGGESTION...........................................................................48
5.1 Conclusion.............................................................................................................48
5.2 suggestion..............................................................................................................48
REFERENCES.................................................................................................................51
APPENDICES..................................................................................................................55
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TABLE OF PICTURE

Picture 2. 1 Example of word Search Puzzle....................................................................18

Picture 2. 2 Example of Crossword Puzzles Game...........................................................19
Picture 2. 3 Theoretical Framework.................................................................................22

Picture 3. 1Techniques of Data Analysis..........................................................................29

 CHAPTER I
INTRODUCTION
1.1 Background of the Study

Vocabulary is one of aspects in English. It is very important for studying

English. Moreover, Rivers (1991) “states learning a language without vocabulary

mastery is not easy”. Learning vocabulary is an essential part for mastering a

second language. If students want to master language skills such as listening,

speaking, reading and writing, students need to have a large number of

vocabularies. With a limited vocabulary student will also has a limited

understanding in skills of language. In other word, mastery of a language means

the ability to use and to understand the words of a language.

Hatch and Brown (1995) consider vocabulary as a group of words that the

language users use differently. Vocabulary knowledge usually indicates the

learners’ progress. Learning the vocabulary has always been a skill taught and

evaluated in other language skills such as reading, writing, listening, and speaking

(Schmitt, 2000). To achieve and master vocabulary well, Indonesia has designated

English as one of the subjects that should be taught from junior high school up to

university level. In this study, the researcher focuses on secondary or junior high

school level. Based on Curriculum KTSP ( kurikulum Tingkat Satuan

Pendidikan), there is standard competence which has to be reached by students at

second grade junior high school in learning English involved: Understanding the

meaning of functional text and simple short essay in the form of descriptive and

recount text to interact with people in their nearest environment.

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In addition, junior high school students need to understand several texts

such as recount, narrative, procedure, descriptive and report. This means that

students need to master vocabulary to understand some of these texts. Based on

the facts, researcher assumes that the vocabulary development of students,

especially junior high school is a bit worrying.

Based on the researcher's experience, there are many techniques or

strategies that can be used to improve students' vocabulary mastery such as

pictures, cards, games, songs, etc. In this study, the researcher choosing a game

called a crossword game. Through crossword puzzle games, students can be

motivated to learn vocabulary, because they will learn with games. They can have

a sense of excitement about words and meanings.

In the end, based on this case, the researcher conducted a study to reveal the

teacher's perception of the game method in teaching vocabulary. It focuses on the

teacher's perception of the use crossword puzzle games in teaching vocabulary.

1.2 Problem statement

Based on the research background, there are two reasons why the

researcher wanted to identify the teacher's perception of the use of crossword

puzzles in teaching vocabulary. First, students have difficulties in understanding

vocabulary. second, teachers need various techniques in teaching vocabulary to

students, for example by using crossword puzzles. Therefore, the researcher

formulated the problem of the research are as follow:

a) What are the obstacles faced by the teacher in the process of teaching

vocabulary by using crossword puzzles?

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b) What are the impacts of the use crossword puzzles game in teaching

vocabulary?

1.3 Objective of the research

Based on the problem statement and research questions, this study is to

determine whether students' vocabulary mastery increase when using crossword

puzzle techniques, identify the obstacles are faced by the teacher during the

process of teaching vocabulary using crossword puzzle games and identify the

impact felt by the teacher after using crossword puzzles game in teaching

vocabulary.

1.4 Significance of the research

The researcher chose this research with the consideration that it would

provide advantages and benefits for another researchers, students, English

teachers and schools. For another researchers, this research can enrich their

experience, insight and knowledge in teaching English, especially vocabulary and

provide opportunities for researchers to apply what have been obtained from

academic learning and contribute to solve real problems in the field. In addition, it

will also provide advantages for other researchers who take the same topic to use

this research as a reference for conducting research. Students are expected to

improve their vocabulary mastery through the use of a variety of techniques. So,

they learn English more easily and become more motivated in English class. For

English teachers can enrich their knowledge about how various teaching

techniques and get additional strategies in teaching English, especially

vocabulary.
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1.5 Scope of the research

This study aims to determine the teacher's perception or view of the use of

crossword puzzles in improving students' vocabulary mastery, vocabulary

learning techniques and methods, and learning media

1.6 Operational Definition of key terms

The researcher provided the definition of some terms in this research in

order to ease the readers. The key terms used in this research are as follows:

 Perception: is the organization, identification, and interpretation of sensory

information in order to represent and understand the presented information or

environment.

 Crossword puzzle game: consists of a diagram, usually rectangular, divided

into blank(white) and cancelled (black, shaded, or crosshatched squares.

 Vocabulary: is one of English component or sub skill that must be taught to

the learners, because the vocabulary has a primary role for all language.

 Mastery: is great skillfulness and knowledge of some subject or activity

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 CHAPTER II
PREVIOUS STUDY, LITERATURE REVIEW AND THEORETICAL
FRAMEWORK
2.1 Previous study

This research is similar to other research as which is conducted by Rozi with

his scrips entitle “Reinforcing Student’ Vocabulary through Crossword Puzzle

Games” which conducted in 2013. His research was conducted at MTs Daarul

Rahman Jakarta. This research aimed to find out whether there is a significant

influence in the achievement of the students’ vocabulary taught by using

crossword puzzle game at MTs Daarul Rahman. In his research, he used

experiment method. The conclusion of his study that can be drawn was the use

crossword puzzle game has higher influence in teaching English vocabulary and it

can be seen from the difference of mean scores of the post-test.

Second is thesis entitled "Use of Crosswords to Improve “Vocabulary

Mastery (Preliminary Class Action Research) MA Class Students Al Bidayah

Candi Bandungan in 2009/2010 Academic Year” by Zunita Widyasari

(11306106). This type of research is classroom action research. The results of the

study show that using crossword puzzles can improve students' vocabulary

mastery. Difference between the above research with this research is a method

research. The previous research above uses classroom action research methods

and while the current uses a qualitative research design. Furthermore, the previous

research used students as research subjects of the research while researcher uses

teachers as subjects of the research.

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Third, another similar study was conducted by Rahmat Nasrullah, Nur

Rizky Alfiany and Muhammad Ainul Hamdan from English Education at

Muhammadiyah Kendari University with the Title "Mastery of Student

Vocabulary Towards Crossword Puzzle Games". This study aims to increase

student participation and achievement vocabulary by using crossword puzzles in

class. Research design in this research using the Classroom Action Research

(CAR) procedure which was carried out in two cycle or can be called quantitative

research while the current research uses qualitative research methods.

The research subjects in this research are seventh grade students of Islamic

Junior High School (SMP) in Kendari. While the researcher in their proposal uses

a junior high school teacher as their research subject, the data in the previous

research is collected by: using observation and vocabulary tests. Collecting data

statistical analysis used the percentage formula while in this research data is

collected using direct interviews and using questionnaires to strengthen the

accuracy of the research data.

2.2 Literature review

2.2.1 Vocabulary

2.2.1.1 Definition of Vocabulary

Vocabulary is an important aspect in language teaching, as stated by

Thornbury (2002)” that teaching words is a crucial aspect in learning a language

as languages

are based on words. That’s why, the first thing we look forward to in learning a

new language is to have a vocabulary because it is one of elements that connect

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the four skills; speak, listen, read and write everything”. To communicate well in

language, everyone is expected to have a sufficient number of words and need to

know how to use them accurately. Without having enough word mastery,

communication will end up in a unpleasant situation and make students reluctant

to continue with their sentences or ideas.

In other words, vocabulary is the basic of language and very important to

master and we can’t speak properly and understand written material if we don’t

master it. Everyone can’t master a language if they don’t learn vocabulary and

word expression have meaningful meanings in communication, as Schmitt (1997)

argues, one of the language skills needed is vocabulary if we don’t understand it,

we can’t speak properly. With a lack of words, interactions in other language can’t

be carried out no matter how successful the sounds of the foreign language are

mastered.

While Ur (1998) states that” vocabulary can be interpreted roughly, like the

words we write in sign language, however, new vocabulary items may be more

than just single words: for example, the post office, and mother- in- law. Which

consists of two or three words but expresses one idea”.

Vocabulary can also be used to convey meaning. Kamil and Hiebert (2005)

argue that words represent complex and often multiple meanings. In addition, he

added that further, these complexes, various meanings of words need to be

understood in the context of other words in sentences and paragraphs of text. In

line with Kamil and Hiebert on the use of contextual words, Jackson (2000) states

that we will consider English vocabulary as a subset package of words used in a

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particular context. This context is geographic, social, occupational, and

immediate.

From the definition above, it can be concluded that vocabulary is the total

number of words needed to communicate ideas and express the speakers’

meaning. Vocabulary is quite clear that almost in the case of human life, they use

a series of words. That is the reason why it is important to learn vocabulary.

2.2.1.2 . Kinds of Vocabulary

Celce and Olshtain (2000) categorize kinds of vocabulary: they are

grammatical words (function words) and content words (lexical words).

1. Grammatical word (function words) are those vocabulary items that belong to

closed word classes (i.e. word classes that do not readily admit new items or

lose old ones: pronouns, auxiliary verbs, prepositions, determiners, and

adverbs).

2. Content words are those vocabulary items that belong to open word classes.

Content words consist of nouns, verbs, adjectives, and adverbs.

a) Words that refer to a person, a place or a thing that we might call them

nouns.

b) Words that express an action, an event or a state are called verbs

c) Words are used to describe the qualities of a thing or action are called

adjectives and adverbs.

In addition, according to Scrivener (1994) an important consideration for

teacher planning vocabulary work is the distinction between productive and

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receptive vocabulary. The clear differences between productive and receptive

vocabulary will be seen the function of the using vocabulary.

a) Productive Vocabulary, usually productive vocabulary called active

vocabulary. It is the words which are used in speaking and writing skill

Productive vocabulary is more difficult to be learned than receptive

vocabulary.

b) “Receptive Vocabulary, is sometimes receptive vocabulary called passive

vocabulary. It is the word which is used in reading and writing skill.

Receptive vocabulary is the set of words that we recognize and understand,

but tend not to use ourselves” (Scrivener: 1994). Learner’s receptive

vocabulary is useful in understanding what the learners have heard and what

they have read.

Based on the explanation above, the writer concludes that vocabulary has

two kinds. They were grammatical words (function words) and content words

(lexical words). Content words are those that carry high information load such as

nouns, verb, adjective, and adverbs. The membership is undistracted and still

allow for the addition of new members. Meanwhile function words are words that

mainly contribute to the grammatical sentence such as preposition, conjunctions,

determiners, and pronouns.

1.2.1.3 The importance of vocabulary.

How well people speak, listen, read, and write depend on the vocabulary

they have. Brown (2001)” states that in fact, survival level communication can

take place quite intelligibly when people simply string words together-without
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applying grammatical rules at all”. The point is that vocabulary is what gives big

influence to the people’s communication. In line with Brown, brown and Spada

(2006) states “that we can communicate by using words that are not placed in the

proper order, pronounced perfectly, or marked with proper grammatical

morphemes, but communication often break down if we do not use the correct

word”.

In relation to the significance of vocabulary for someone’s competencies in

speaking a language, Richards and Renandya (2002) states ”vocabulary is a core

component of language proficiency and provides much of the basis of how well

learners speak, listen, and write”, it explains that vocabulary plays a big role in

supporting someone’s ability in different skills (listening, speaking, reading

writing). Nation (2002), states that “in relation to reading skills, vocabulary is not

what makes the text difficult but it is a very important feature that affects the

reader's understanding and is the main factor in most measures of readability”,

this strengthens the perception that vocabulary is one of the factors that contribute

to the ease of reading and understanding a text.

2.2.1.4 Techniques in Teaching Vocabulary.

As everybody knows that, the teaching of vocabulary is as the teaching of

structure. To gain the better result on language learning process there will be a

need of a good an appropriate technique in teaching vocabulary. Here are some

vocabulary techniques that have been stated by Harmer (1992). They are as

follows:
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a) Using Realia, the teacher gives the referent of the word being taught in the

class. He or she brings the objects that become the referent of a word into the

class. For example, pen, pencil, book, etc.

b) Using Pictures, this kind of technique needs a well-drawer teacher in order to

explain the vocabulary clearly because the picture drawn by the teacher is the

visual representation of the object.

c) Mime, Expressions, and Gestures are Sometimes it is almost impossible to

explain about the meaning of a word using the previous techniques. If this so,

there will be an action as the techniques to explain the word clearly. Most

verbs can be easily taught to students using this technique

d) Contrast is Some words are easily to be explained to student by contrast it

with its opposite. Like the word black contrasted with white.

e) Enumeration is We can use this technique to present meaning. We can say

clothes and explain this by enumerating or listing various items.

f) Explanation is the simplest way is by explaining directly to the object using a

sentence or more.

g) Translation is There are always some words that the situation needs to be

translated. From the techniques used for presenting new vocabulary, Hammer

(1990) suggest many techniques that will help student learn vocabulary in

easier way. It can conclude that the better way to teach vocabulary is by

integrating and mixing them into such an attracting learning. Because there

will be a need of a tool or even an assistant to help the teacher hold the class

in order to make the learning process run well. Apart from the techniques in
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teaching vocabulary above, there are also other techniques, namely with

games.

h) Games is games bring in relaxation and fun for students, thus help them learn

and retain new words more easily. Second, games usually involve friendly

competition and they 0eep learners interested.

A. Games

Game is an activity or a sport with rules in which people or teams compete

again each other. Since games can present fun and enjoyment in a classroom, thus

it can be a good technique in language learning. Game should be enjoyable,

convenient, comfortable, and interesting usually this situation will invite the

students to concentrate on learning activities. Ersoz (2000) states that games are

highly motivating because they are amusing and interesting. From that

description, it can be concluded that the games can be used in every field of life

then relating to the English. Particularly in teaching vocabulary by using the game

can encourage the students to be more active and participate in the classroom

during the teaching learning process.

Moreover, Kim (1995) states that the use of games in the classroom is:

1. Games are helpful to ice-breaking the students’ boredom at the language

class.

2. Games are challenging for the students also for the teachers
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3. Games are useful to boost the students’ willingness of learning the

language.

4. Games are motivated the students to apply it in their daily life.

5. Games create a meaningful context for the use of language.

Furthermore, there are many opinions supporting the idea using games in

teaching vocabulary. Games are helpful because they can make students feel that

certain words are important and necessary.

B. Types of Games

According to Andrew (1997), in his book of Game for Language Learning

New Edition explains the types of games that can be used to teach vocabulary,

among others:

a) Sorting, ordering or arranging games, for example, students have a set of

cards with different topics and they sort the cards based on the topics.

b) Information gap games where one or more people have information and

other people need to complete a task.

c) Guessing games that are a variation on information gap games, for

example, “20 Questions Game”.

d) Search games which are the other variant on two-way info gap games,

with everyone giving and seeking information.

e) Matching games where the participants need to find a match for a word,

picture, or card.
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f) Labeling games which are form of matching, in that participants match

labels and pictures.

g) Exchanging games where students barter cards, other objects or ideas.

h) Role-play games that involve students playing roles that they do not play

on real life, such as dentist.

i) Board games that are mainly involve moving markers along a path.

j) Crossword puzzle game

C. Principle of Choosing and Using Language Games

The teacher needs to prepare and think the games selection carefully ahead

of time before working out the lesson plan to make learning English vocabulary

effectively and successfully, and on the other hand the teacher has to consider the

principle of using games.

According to Wright (1982), there are five essential criteria of language

games, they are:

1. Easy of preparation: the time and energy required to make the game is

realistic

2. Easy of organization: using the game is easy and worth the effort

3. Intrinsic language: language must be used to play the game successfully

and that same language must be useful in another situation

4. Density of language

5. Likelihood of interest for the learner.

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It means that technique games must be easy to be displayed in any level of

students and not to long which make students bored. It can create competition and

attractive the students and also have some component language skill to obtain.

Rainbow and. Baldauf, (1993) suggest some principles of games selection

in TESOL, as follows:

• Appeal

• Target Language Use

• Simplicity

• Monitoring Students’ Use of the Target Language.

• Time Effectiveness

• Control

• Group Participation

• Language Level

• Materials

• Versatility

• Time

• Variety

From those theories, the writer concludes that principles of choosing and using

games should be easy to prepare and not take too long which can make students

feel bored and tired, and also games should be easy to play and have some

element of language teaching besides entertained to students, also, the teachers

also should look out the principle of selecting games before use it, so the game

can be accepted by all students in the classroom.

 16

D. The Advantages and the Disadvantages of Using Games

There are many advantages of using games in English learning, such as

help the students to reduce students’ boredom and improving students’ interest in

learning new vocabulary, make students feel enjoy and comfortable. Hence,

Andrew Wright stated that the advantages of game are:

 Games help and encourage many learners to sustain their interest and

work

 Games also help the teacher to create context in which the language is

useful and meaningful. The learners want to take part and in order to

do so must understand what other saying or have written, and they

must speak or write in order to express their own point of view or give

information.

 Many games cause as much density of practices as more conventional

drill exercise.

 Games can be found to give practice in all the skill (reading, writing,

listening, speaking).

 By making the language convey information and opinion, games

provide the key feature of “drill” with opportunity to sense the

working of language as living communication.

Based on the statement above it means that the technique of game is

expected to increase students’ attention in learning English. More practice in all

skills language and more attractive for communication activity.

 17

Games as the alternative teaching technique also have the disadvantages or

limitation. The disadvantages of using games are:

 Mostly if the student’s number is too much, it will surface to involve all of

the students in that games. A student whom did not involve will disturb the

process.

 Not all materials of study can communicate by games.

 Games usually make noisy

 Most teacher use games only for a part time

The researcher assumes that it is difficult to use the games, because in using

games, the children have to know the principle of games and choosing the suitable

of language game. The classes should be planned so there is a minimum of formal

drilling and maximum activities.

2.2.2 Crossword Puzzle Game

2.2.2.1 Definition of Puzzle

Puzzle is defined in the Collins Corbulid new students’ dictionary as a

question, game or toy which you have to think about carefully in order to answer

it correctly or put it together properly. In this study, the writer tries to describe

puzzle as one of many language games used to teach vocabulary at Junior High

School.

2,2,2,2Kinds of Puzzle

There are many kids of puzzle, among other are:

1. Word Search Puzzle

 18

In this game the students will be given a list of encoded letters which

contain hidden names of subject. The students will have to find those names by

circling those words, for example:

Find out three objects that usually we can find it at the classroom on the boxes,

and clues bellow will help you to find out them:

a) It is used for measuring things and for drawing straight line

b) A long thin object used for writing or drawing with ink

c) A small piece of rubber used to remove the marks made by pencil

R A R E R L

U U J R Y U

L L N A P R

E R A S E R

R S A P N Q

Picture 2. 1 Example of word Search Puzzle

2. Scramble Letters Puzzle

It is kinds of puzzle where the players have to rearrange the scramble

letters based on the clues. This puzzle is useful primarily for the recognition of

words and their spelling. For example:

By unscrambling the letter, you will get the members of your family.

Arrange these letters into the correct word!

 19

e.g. T-E-R-R-B-O-H = BROTHER

1. M-G-A-R-R-E-N-D-O-H-T = ……………….........

2. L-E-U-N-C = ………………………....

3. T-E-S-R-I-S = ………………………….

4. H-E-T-A-F-R = ………………………….

5. O-T-H-E-R-M = ………………………….

Clues:

a. The mother from your father/mother

b. The brother of someone’s mother/father, or the husband of

someone’s aunt

c. A girl/woman who has the same parent with you

d. a female parent

e. a male parent

3. Crossword Puzzles

This game is very familiar to the students for they can find such as

puzzles in their language in this game, the students will have to fill the boxes

letter by letter based on the question.

For example:

Fill the in the boxes with the members of family, here are some clues

Across:

1. A female parent

2. The brother of someone’s mother/father, or the husband of

someone’s aunt
 20

3. A girl/woman who has the same parent with you

Down:

1. a male parent

2. The mother from your father/mother

Picture 2. 2 Example of Crossword Puzzles Game

2.2.3 Advantages and disadvantages of Crossword Puzzle Game

According to Jones (2007) the advantages and dis advantages of crossword

puzzle as a media of teaching learning process would be as follows:

1. Crossword puzzle solving involves several useful skills including

vocabulary, reasoning, spelling, and word attack skills.

2. Crossword puzzle is a good way to teach and enrich vocabulary because

the definitions or synonyms of the word’s clues are right there to provide

reinforcement.

3. Crossword puzzles can also be used to encourage the use of a dictionary or

thesaurus or to learn terminology used in particular subject. They can be

used as a quiz.
 21

4. Crossword puzzle in the classroom is that they are associated with

recreation, and can be less intimidating for students as review tools.

5. Puzzle solving is a much more active type of learning, and will engage

students with the material more than passive types of review techniques

do.

6. Crossword puzzle also has the advantages of appealing to different

learning styles.

1. Constructing crossword puzzle may become, for students,

frustrating and time consuming because the students often have

trouble matching up the squares.

2. The teacher should be aware that crossword puzzles do not become

busy work. The teacher should like the use of all educational

games, have some purposes in mind, even if the purpose is fun. So

it needs long time for some students to finish it.

2.3 Theoretical framework

Vocabulary has an important role in learning English language. Without

enough vocabulary, student cannot communicatively or express their ideas either

in oral or written form. The limited vocabulary in also an obstacle that involves

student in learning English. When they do not know how to enrich their

vocabulary, they will be confused and difficult to understand in the learning

process.

Unfortunately, when teaching vocabulary, some of the English teachers

just give a text to the students and translate it into Indonesian language. As a
 22

result, the students have difficulty in memorizing new English words that have

been taught before because that strategy is not interesting and challenging to them.

To solve the problem, English teacher needs to use interesting learning strategy in

improving the students’ vocabulary mastery. O’Malley, J.M. and Chamot, A.U.

(1990) defined that learning strategies are special ways of processing information

that enhance comprehension, learning, or retention of the information. In this

study, the writer also used a theory about the use of games as learning strategies in

teaching vocabulary.

According to Wright et al. (1984: 1), games help the teacher to create

contexts in which the language is useful and meaningful. The learners want to

take part and in order to do so must understand what others are saying or have

written, and they must speak or write in order to express their own point of view

or give information. Besides that, the writer also used the theory from Edward

(2006), there are some of activities that will help build vocabulary that are using

words in conversation and doing crossword puzzle. By using crossword puzzle

game, the students will be able to learn the target language unconsciously and

they learnt some new words without any stress on their feeling.

From the theories above, the researcher assumed that crossword puzzle

game is considered as alternative strategy in teaching vocabulary which may

increase students’ memorization and their achievement in learning vocabulary.

Picture 2. 3 Theoretical Framework

TEACHING VOCABULARY USING CROSSWORD PUZZLE GAME

 23

QUESTIONARE INTERVIEW

TEACHER PERCEPTION

Increase or do not Obstacle Impact felt the teacher

Increase Student after using crossword

Vocabulary puzzle game

 CHAPTER III
RESEARCH METHOD
3.1 Research Design

This research used qualitative research methods in research design.

Creswell (2012) describes qualitative research as: usually used to establish the

importance of the main idea and to explore problems and develop small individual

understanding of social problems. As In conclusion, a qualitative approach is used

to explore the phenomenon to understand practice and behavior in real social

situations for small individuals.

In this research, the researcher explored the perceptions and experiences

of teachers who using crossword puzzle games in vocabulary learning. Researcher

collected information for analyze the research questions and the researcher used a

frame of reference to get better understanding of the study based on participants'

interpretations, responses to interviews and observations. Finally, researchers

could obtain phenomena in detail and enables them to be understood through

description and explanation as a result of research.

3.2 Setting and Time of research

This study aims to get an overview and clearer, more complete, and

possible information and easy for researcher to do research observation.

Therefore, the researcher set the location research was the place where research

would be conducted. In this case, the research conducted in several junior high

schools in Palu City, Central Sulawesi. This research conducted in June until july

2022.

23
 24

3.3 Subject of The Research

The subjects of this research were the English teachers at SMP Negeri 18

Palu, SMP Negeri 19 Palu, SMP Negeri 12 Palu, SMP Negeri 9 Palu, SMP Negeri

20 palu. This research used purposive sampling. Sugiyono (2016:85) argues,

“purposive sampling is a technique of sampling data sources with certain

consideration “. The reason for using purposive sampling is because not all

samples have criteria that match the phenomenon under study. Therefore, the

researcher chose a purposive sampling technique which established certain

consideration or criteria that must be met by the subject in study.

For this study, the subject is English teachers who have certain criteria. The

criteria used as research subject are:

a. Have experience about teaching English using crossword puzzle game

b. Ready to be a research resource.

c. Knowing about English teaching methods.

In this study, there was one teacher per school who was the research

sample. Therefore, the sample that used from this research is five English

teachers.

3.4 Technique of Collecting Data

3.4.1 Research instrument

The instruments that used in this research were interviews using a voice

recorder and a questionnaire using paper and pencil.

 25

3.4.2 Data collecting technique

3.4.2.1 A semi- structured interview

Different techniques were usually used to collect data in qualitative

research. The most common are structured interview, unstructured interview, in-

depth interview, focus group interview. In this research, the researcher used A

semi- structured interview. The interview are special kinds of conversation or

speech event that used by researcher to explore informant’s experience and

interpretation. In addition, Sugiyono (2006) said that the interview is a face-to

face situation where the researcher determines obtaining information or opinions

from the subject. That is, to be real and objective information, every interviewer

must be able to build a good relationship with the respondent.

The important thing if the researcher do the interview, the researcher just

give the relevance question for the interview and there are four tips for good

interviewer such as, the first is clear the topic, the second is give question based

on the research question, the third is the good respondent, the fourth is the good

management of time, the last is take transcript of the interview.

In addition, a semi-structured interview is a data collection method that

relies on asking questions within a predetermined thematic framework. However,

questions are not set in order or in phrasing. Structured interview which was

supported by using a interview guide the interview guide itself consist of several
 26

questions related to the strategies used by the teacher in teaching English

vocabulary.

Semi-structured interviews are often open-ended, allowing for flexibility.

Asking set questions in a set order allows for easy comparison between

respondents, but it can be limiting. Having less structure can help researcher see

patterns, while still allowing for comparison between respondents.

3.4.2.2 Informants

Informant is the man that gives about information (Hornby, 1995:150). In

this research, the informant referred to the English teacher in junior high school in

palu who gave key information to the data source.

3.4.2.3 questionnaire

According to Sukmadinata (2008) the questionnaire is a technique or

methods of collecting data indirectly or in other work researcher do not directly

ask and answer with respondents. Instrument or tool the data collection is also

called a questionnaire containing a number of data questions or statements that

must be answered or responded by respondents. A questionnaire is a number of

written questions that used to obtain information from respondents in the sense of

reports about his personality, or things he knows. The types of questionnaires used

in this study are: closed questionnaire type, where the answers are already

available while the respondents just choose.

3.4.2.3 documentation

According to Sugiyono (2017) documents are records of events which

already happened. Documents can be in the form of text, images, or text

 27

monumental works of someone. Documents in the form of writing such as diaries,

life histories, stories, biographies, rules, policies. Documents in the form of

images, for example photos, live images, sketches and others. Document in the

form of works such as works of art, which can be in the form of pictures, statues,

films, etc.

Document studies are complementary to the use of observation and

interview methods in research qualitative. The documentation used in this study is

by take pictures in the form of photos, and record the results interviews with

informants related to video and audio. Camera useful as a tool for documenting

when interviews, so that the research carried out is true as it is. In collecting data

using a camera can be used if you have obtained permission by the subject to use

the tool that during the interview.

3.5 Techniques of Data Analysis

This research is a descriptive qualitative research, with more characteristic

description of the result of interviews and documentation studies. Data has been

obtained will be analyzed qualitative and described in descriptive form.

According to Patton and Moleong (2001) data analysis is a “process arrange

the order of data, organize in into a pattern, category and basic description”. This

definition provides an overview of the importance of the position of data analysis

in terms of research objective. The main principle of research qualitative is

finding theory from data.

The data analysis technique used in this research is adopted from the

framework developed by Miles and Huberman (1994) to describe the major

 28

phases of data analysis: data reduction, data display, and conclusion drawing and

verification.

a. Data collection in this data collection activity, researchers uses observation

and documentation.

b. Data reduction is a selection process, focusing attention on simplification,

abstraction and transformation of raw data emerged from written notes in the

field. This process continued throughout the research, even before the data is

actually collected as can be seen from research conceptual framework, study

problem, and approach data collection selected by the researcher. Data

reduction includes: (1) summarizing the data, (2) coding, (3) tracing themes,

(4) making clusters. How: strict selection on data, summaries or brief

descriptions, and classify them into in a broader pattern.

c. Data display, data display or data presentation is the step where data is

presented in the form of narrative text and charts. From an organized

collection of information, it is possible to draw conclusions and take action.

d. Conclusion drawing/ verification. In this step, conclusions can be drawn in the

form of appropriate interpretations aims to find the meaning of the data that

has been presented. The interactive model of analysis is as follows:

 29

Picture 3. 1Techniques of Data Analysis

Data collection

Data reduction Data display

Conclusion

drawing/verification

source:Miles and Huberman(1994)

30
 CHAPTER IV

FINDING AND DISCUSSION

4.1 Finding
After collecting the data, the researcher analyzed the data containing of

interview and questionnaire. According to Miles and Huberman there are three

major phrases of data analysis, they are: data reduction, data display, and

conclusion drawing or verification.

a. Data Reduction

Data reduction is the first component or level in model of qualitative data

analysis of Miles and Huberman theory. It refers to the process of selecting,

focusing, simplifying, abstracting and transforming the data that appear in

written up field notes or transcriptions. In data reduction the mass of data has

to be organized and meaningfully reduced or reconfigured. In this case, the

researcher selected which data that were used in her research. They were two

instruments used to collect the data: interview and questionnaire. Interview

became the key instrument in this research, where questionnaire became the

supporting instrument. In this step, the researcher analyzed the data based on

each instrument.

a) Report of Interview

The researcher had employed an interview to the teacher in order to

investigate the problem faced by the teacher and during the teaching and

learning vocabulary by using crossword puzzle. There were eight questions

that researcher asked to the teacher (see appendix 1). The first point of

interview was to know the general process of English teaching learning

31
 32

activity, and teaching learning vocabulary that was consisted of three

questions. The second point of interview was to know whether crossword

puzzle could improve the students’ vocabulary mastery that was consisted of

two questions. The third point of interview was to know the teacher’s problems

during the process while applying crossword puzzle in teaching vocabulary that

consisted of three questions.

Based on the interview done by the researcher, the data gathered (see

appendix 4) which were not based on the theory were reduced. The reduced

data as follows:

1. What do you think is the role of words/vocabulary in learning English?

2. What problem did you faced during teaching vocabulary?

3. How long do you teach vocabulary in one meeting in learning English?

4. How is the process of teaching vocabulary by using crossword puzzle

game?

5. In your opinion, is crossword puzzle a good game for teaching

vocabulary?

6. How is the students’ ability in vocabulary mastery when you have applied

the crossword puzzle game?

7. Does the crossword puzzle game strategy influence student vocabulary

achievement?

8. Does the student’s vocabulary increase more after you use the crossword

puzzle game, why?

 33

b) Report of Questionnaire

The researcher also used questionnaire to support the data from interview.

The questionnaire consisted of eight questions (see appendix 2). The first

point was to know the students’ become more active and enthusiastic learning

vocabulary after using crossword puzzle. The second point was to know the

students’ improvement in learning vocabulary by using crossword puzzle.

The third point was to know the teacher used additional books in vocabulary

learning using crossword puzzle. The four till the six point was to know

crossword puzzle game is effective and teacher problem in teaching

vocabulary by using crossword puzzle game. The questionnaire was given to

the whole teacher junior high school in Palu, there are two teachers per

school. So that consisted of 5 teachers. Based on questionnaire the researcher

concluded that the teacher obstacle faced in the process of teaching

vocabulary by using crossword puzzle and impacts using crossword puzzle

game in teaching vocabulary, they were; students become more active and

enthusiastic learning vocabulary after using crossword puzzle, students’

improvement in learning vocabulary by using crossword puzzle, students

understand better because they are looking for answer from the crossword

puzzle itself, so that they can remember well the words they get for the

answers from the crossword puzzle, there is still a lack of appropriate

vocabulary learning materials in textbooks that can be used to apply

crossword puzzle games, lack of time needed to apply the crossword puzzle.
 34

Based on the distribution of the questionnaire done by the researcher, the

result of the questionnaire gathered the data (see appendix 2) which were not

based on the theory were reduced. The reduced data were as follows:

1. Students become more active and enthusiastic after using crossword

puzzle games

2. Learning vocabulary by using crossword puzzle games can improve

students’ English vocabulary

3. The teacher uses additional books to support vocabulary learning using

crossword puzzle game

4. Crossword puzzle game are effective to support students in learning

English, especially vocabulary

5. Using crossword puzzle media requires a lot of supporting tools when

learning in class

6. The teacher has difficulty in teaching vocabulary using crossword

puzzles.

b. Data display

Data display is second component or level in Miles and Huberman model

of qualitative data analysis. A display can be an extended piece of text or a

diagram, graph, chart, table or matrix that provides a new way of arranging

thinking about the more textually embedded data.73 In this step, the

researcher analyzed the data that have been reduced in data reduction. In this

case the analysis done based on data collected by each instrument.

 35

a) interview

Interview is a conversation between two or more people and takes

place between the source and the interviewer. The interview consisted of

six questions for the teacher.

Based on the interview between the researcher and the English

teachers SMP Negeri 12 Palu, SMP Negeri 19 Palu, SMP Negeri 20 Palu,

SMP Negeri 9 Palu, and SMP Negeri 18 Palu, there were fifteen questions

that the researcher asked to the teacher about the process of teaching

vocabulary by using crossword puzzle as follows.

a. What do you think the role of words/vocabulary in learning English?

The first research question deals with the role of words /

vocabulary in learning English. This question could be answered by

referring to the findings of the teacher interview. The researcher found

that all teachers in this study acknowledged that the role of words /

vocabulary in learning English was very important. Because with a lot of

vocabulary mastery, students can express their ideas in four skills

(speaking, listening, writing, and reading) in English. From the five

teachers interviewed by the researcher, they agree that the role of

vocabulary in learning English is very important.

According to ER (English Teacher of SMP Negeri 19 Palu),

“Mastering vocabulary is very important for the students who learn

English. The mastery of vocabulary can support them in speaking when

 36

they are communicating to people, write and translate the meaning of

words while they define English. If they do not know the meaning of

words, they will not able to speak, write, and translate anything in English.

The students can be said gaining progress in English the mastery of

vocabulary. Vocabulary is central to English language teaching.”

According to NWTS (English Teacher of SMP Negeri 9 Palu), “The role

of vocabulary in learning English is very important. Because, it expresses

activeness in communicating both orally and in writing. Vocabulary is

learned first because it is easy to understand and does not use rules such as

grammar. The four skills exist because they are supported by vocabulary

so that more vocabulary makes the learning process easier. “

b. What problem did you faced during teaching vocabulary?

The second research question is about the problem teacher faced

during teaching vocabulary. In the learning process, of course, teacher will

get problems, including in the process of teaching vocabulary. In this

research, the researcher found the results of interviews from five teachers

from different schools that there were problems that faced by the teacher

during teaching vocabulary. Because in learning English, students usually

find vocabulary that they have not heard before, it makes students difficult

to listen and understand the lesson.

According to MI (English Teacher of SMP Negeri 20 Palu), “The lack

of students’ interest in learning English because the lack of vocabulary

they have cause students think that learning English is a difficult thing”.
 37

According to YP (English Teacher of SMP Negeri 18 Palu), “Lack of

learning media to increase students’ vocabulary also makes students less

interested in increasing their vocabulary”.

c. How long do you teach vocabulary in one meeting in learning English?

The third research question is about how much time does the teacher

use in one meeting to teach vocabulary. Based on the findings or the

results of interviews conducted by the researcher and the five teachers

from different schools, the researcher found that the teacher teaches

vocabulary in English subjects during the learning process.

According to YP (English Teacher of SMP Negeri 18 Palu ), “The

teacher teaches vocabulary in English subjects during the learning process

because English learning will run smoothly if students’ vocabulary

mastery is also good”. According to HG (English teacher of SMP Negeri

19 Palu), “The teacher teaches vocabulary in English subjects during the

learning process because mastering vocabulary is very important for the

students who learn English. The mastery of vocabulary can support them

in speaking when they are communicating to people, write and translate

the meaning of words when they definite English. If they do not know the

meaning of words, they will not able to speak, write, and translate

anything English. The students can be said gaining progress in English the

mastery of vocabulary. Vocabulary is central to English language

teaching.”

d. How is the process of teaching vocabulary by using crossword puzzle

game?
 38

The fourth research question is about how is the process of teaching

vocabulary by using crossword puzzle game. From the results of

interviews conducted by researcher, researcher found that the process of

teaching vocabulary by using crossword puzzle game teacher is able to

motivate students and get their attention to the material that the teacher

gives. It also helps the teacher to make the students focus on the learning

process without making them feel bored in learning English. But improve

student vocabulary using crossword puzzle also have a negative impact

that is the students were over-crowded and some of the students were not

serious and had a lot of jokes with friends and teachers need hard work for

its implementation

According to YP (English Teacher of SMP Negeri 18 Palu), “By using

games the teacher is able to motivate students and get their attention to the

material that the teacher gives. It also helps the teacher to make the

students focus on the learning process without making them feel bored in

learning English especially improve their vocabulary.” According to MI

(English Teacher of SMP Negeri 20 Palu), “By using crossword puzzle

games, not all teachers apply is smoothly because the level of interest of

learning for each student is different and teachers need hard work for its

implementation”.

e. In your opinion, is crossword puzzle a good game for teaching

vocabulary?
 39

The five-research question is about whether the crossword puzzle a

good game for teaching vocabulary. From the results of interviews

conducted by researcher, researcher found that crossword puzzle is a good

game for teaching vocabulary. Learning process would be very effective

because it could encourage students to remain enthusiastic in learning and

develop student vocabulary so that the learning process between teachers

and students occurs as expected.

According to HG (English Teacher of SMP Negeri 19 Palu),

“crossword puzzle is very effective in supporting students to learn English.

The teacher must have many strategies in teaching so that it is no

monotonous.” According to YP (English Teacher of SMP Negeri 18 Palu)

stated, “Using a crossword puzzle in learning English will be very

effective in developing student vocabulary so that the learning process

between teachers and students occurs according to expectations because

student now spend more time playing games on smart phone so that most

of them are fluent in English because one of the games is crossword

puzzle”.

f. How is the students’ ability in vocabulary mastery when you have

applied the crossword puzzle game?

The six-research question is about the students’ ability or not in

vocabulary mastery when the teacher applied the crossword puzzle game.

From the results of interviews conducted by researcher, researcher found

that the use of crossword puzzle game in learning English would be very
 40

effective because it could encourage students to remain enthusiastic in

learning and develop student vocabulary so that the learning process

between teachers and students occurs as expected.

According to MI (English Teacher of SMP Negeri 12 Palu),

“Crossword puzzle is very effective in supporting students to learn English

and student experience to increase vocabulary comprehension after using

crossword puzzle game.” According to NWT (English Teacher of SMP

Negeri 9 Palu), “Students were active enough to follow the learning

process. Usually some student was quite difficult to be controlled, but

when using crossword puzzle, the students turned out to interact and carry

out the instruction properly.

g. Does the crossword puzzle game strategy influence student vocabulary

achievement?

The third research question is about whether the crossword puzzle

game strategy influence student vocabulary achievement or not. In this

research, the researcher found the results of interviews from five teachers

from different schools the use of crossword puzzle affects students’

vocabulary achievement because basically students will be more motivated

to learn if they use varied learning media or related to game.

According to HG (English Teacher of SMP Negeri 19 Palu), “

Students vocabulary achievement increase after using crossword puzzle

because crossword puzzle make students have to look for answer from the

contents of the question column so that the words from the answer that
 41

student are looking for to complete the column are stored in students

memory so that students are easier to remember vocabulary.” According to

YP (English Teacher of SMP Negeri 18 Palu), “students vocabulary

increasees after using crossword puzzle because in the current smartphone

era, most students use their smartphone to study and play games at the

same time.”

h. Does the student’s vocabulary increase more after you use the

crossword puzzle game, why?

The last question in this research is about Does the student’s

vocabulary increase more after you use the crossword puzzle game and the

reason. Based on the findings obtained by the researcher from the results

of previous interviews, crossword puzzle can make students more

interested in learning vocabulary because so far student are only learning

English by translating the text given by the teacher so that the students

become bored and lazy to learn English, especially vocabulary.

According to HT (English Teacher of SMP Negeri 12 Palu), “Teaching

vocabulary using crossword puzzle for students is effective and crossword

puzzle have a good effect.” She also stated that “by using crossword

puzzle to improve students' vocabulary, students can remember new words

and apply them inside or outside the classroom. And then, students can

find out how to use those words in context.” Teaching vocabulary using

crossword puzzle for student’s vocabulary is effective and crossword

puzzle have a good effect.

 42

Based on the data above it can be concluded that, the teacher’s obstacle

that faced in the process of teaching vocabulary by using crossword puzzle

and the impact of the use crossword puzzle game in teaching vocabulary

were as follows:

1. Helps the teacher to make the students focus on the learning

process

2. Crossword puzzle effective because it could encourage students to

remain enthusiastic in learning and develop student vocabulary

3. The use of crossword puzzle game in learning English would be

very effective because it could encourage students to remain

enthusiastic in learning and develop student vocabulary so that the

learning process between teachers and students occurs as expected.

4. The use of crossword puzzle affects students’ vocabulary

achievement because basically students will be more motivated to

learn if they use varied learning media or related to game.

5. Negative impact that is the students were over-crowded and some

of the students were not serious and had a lot of jokes with friends

when teaching vocabulary using game especially crossword puzzle.

6. Teachers need hard work for its implementation crossword puzzle

in teaching vocabulary

b) Questionnaire

Based on the data number 1, 85% of the teacher stated that the

student become more active and enthusiastic after using crossword

 43

puzzle in learning vocabulary. There were 15% teacher stated that the

student still passive after using crossword puzzle game in learning

vocabulary in the class. It means that few of the students were

interested and enthusiastic in crossword puzzle game.

From the data number 2, 85% the teacher stated learning

vocabulary by using crossword puzzle games can improve student’s

English vocabulary. There were 15% teacher stated that using

crossword puzzle game in teaching learning process could not improve

the mastery of vocabulary the students. It could be concluded that there

were more students (85%) who could improve their vocabulary mastery

by using crossword puzzle game in teaching learning process.

From the data number 3, 62% teacher stated that they use

additional book to support vocabulary learning using crossword puzzle

game. Because according to them, every lesson needs a supporting

book. There were 37% teacher stated that there was no problem in

mastering and practice the vocabulary material no need additional book

to support. It means that more than half of the teacher still need

additional book to support vocabulary learning using crossword puzzle

game.

From the data number 4, 62% teacher stated that the crossword

puzzle game is effective to support students in learning English

especially vocabulary. There were 37% teacher stated that the

crossword puzzle game is usually effective to support students in

 44

learning English especially vocabulary. It means that more than half of

the teacher helped in teaching using crossword puzzle.

From the data number 5, 95% guru stated a using crossword puzzle

sometime requires a lot of supporting tools when learning in class. It

means that using crossword puzzle in class learning does not need to

use many supporting tools, making it easier for teacher for apply the

crossword puzzle itself.

From the data number 6, 72% teacher stated that sometime they

have difficulty in teaching vocabulary using crossword puzzle. There

were 28% teacher stated that they did not think so. It can be concluded

that most of the teacher not have difficulty in teaching vocabulary using

crossword puzzle.

c. Conclusion Drawing/Verification
Conclusion Drawing/Verification is the third component or level in

model of qualitative data analysis of Miles and Huberman theory. In this

part, the data explained in data display were going to be discussed deeply in

order to make a finding of the research. In this part, the discussion and

findings were divided into two parts; the teacher’s obstacle that was faced

during proses of teaching vocabulary by using crossword puzzle and the

impact of the use crossword puzzle game in teaching vocabulary.

a) the teacher’s obstacle faced during proses of teaching vocabulary

by using crossword puzzle

The teacher could run the entire steps in teaching vocabulary. It means

that the teacher was competent but he/she still had difficulties in teaching
 45

vocabulary by crossword puzzle game. According to the Thakur, there are

six problems that may appear to teacher in teaching vocabulary, they are:

a. Over-crowded classes b. Lack competent teacher c. Faulty methods of

teaching d. Non-availability of good text books e. Apathy to new

techniques and procedures f. Inadequate provision of teaching aids.

Based on the result of interview and questionnaire could be concluded

that the problems related to the story that appeared in this case was over-

crowded class. The teacher could not handle the class well because some

students were busy with their own business and had much laugh and

kidding. The researcher also concluded that from the questionnaire activity

there was no problem appeared because the teacher could run all the steps

well. It meant that the teacher was competent enough. The teacher had a

good method in teaching. It could be seen from how the way the teacher

explained the material. It means that the teacher was not apathy to new

technique or procedures and the teacher adequate in teaching. The book

that used by the teacher was sub-standard book. It could be concluded that

the book used by the teacher was good. Another result could be concluded

is teachers still need hard work for its implementation crossword puzzle in

teaching vocabulary because every time they start learning, the teacher

must adjust the material to the technique that will be used.

d. the impact of the use crossword puzzle game in teaching

vocabulary.
 46

Based on result of questionnaire and interview answered by the teacher,

there are several positive impacts of using crossword puzzles in

vocabulary learning including helping teachers to make students focus on

the learning process, encouraging students to stay enthusiastic in learning

and developing students' vocabulary, encourage students to stay

enthusiastic in learning and develop student vocabulary so that the learning

process between teachers and students occurs as expected and the use of

crossword puzzles affects students' vocabulary achievement because

basically students will be more motivated to learn if they use varied or

different learning media. related to the game.

4.2 Diccussion

Based on the findings above, the researcher found that all teachers in this

study recognized that the role of words / vocabulary in learning English was

very important. These findings are in line with previous findings stated by

Huyen and Nga in Rouhani and Purgharib (2013). This importance is proven

by Huyen and Nga in Rouhani and Purgharib (2013) who define vocabulary

as a language element that links the four language skills including listening,

speaking, reading, and writing in learning a foreign language. The role of

vocabulary in learning a foreign language is inevitable. mastering vocabulary

will totally help students mastering English and its four major skills which

cover listening, speaking, reading, and writing.

Based on the result of interview and questionnaire, it could be concluded

that the problems related to the story that appeared in this case was over-
 47

crowded class. The teacher could not handle the class well because some

students were busy with their own business and had much laugh and kidding.

The researcher also concluded that from the questionnaire activity there

was no problem appeared because the teacher could run all the steps well. It

means that the teacher was competent enough. The teacher had a good

method in teaching. It could be seen from how the way the teacher explained

the material. It means that the teacher was not apathy to new technique or

procedures and the teacher adequate in teaching. The book that used by the

teacher was sub-standard book. It could can be concluded that the book used

by the teacher was good. Another result could be concluded is teachers still

need hard work for its implementation crossword puzzle in teaching

vocabulary because every time they start learning, the teacher must adjust the

material to the technique that will be used.

Based on the findings or the results of interviews conducted by the

researcher with five teachers from different schools, the researcher found that

there are several positive impacts of using crossword puzzles in vocabulary

learning including helping teachers to make students focus on the learning

process, encourage students to stay enthusiastic in learning and developing

students' vocabulary, encourage students to stay enthusiastic in learning and

develop student vocabulary so that the learning process between teachers and

students occurs as expected and the use of crossword puzzles affects students'

vocabulary achievement because basically students will be more motivated to

learn if they use varied or different learning media. related to the game.
 CHAPTER V

CONCLUSION AND SUGGESTION

In this chapter, the researcher presents the conclusion and suggestion based

on the findings of the research.

5.1 Conclusion

This research focuses on the strategies used by English teachers to teach

vocabulary and the impacts of the strategies used by the teacher in improving

students' vocabulary. Based on the findings, the researcher proposed the

following two conclusions. First, some of the obstacle that the teacher

encountered during learning process using crossword puzzle were: The

classroom atmosphere in teaching and learning vocabulary by using crossword

puzzle game were overcrowded. It is caused some of the students were not

serious and having noisy and to apply crossword puzzle in learning vocabulary

the teacher requires more time. Second, the impact of the use crossword puzzle

game in teaching vocabulary quite good because crossword puzzle scan

encourages students to stay enthusiastic in learning and developed students’

vocabulary so that the learning process between teachers and students occurs as

expected. Moreover, using crossword puzzles can make the techniques used by

teachers in learning English, especially vocabulary, become more varied so that

learning in class is not monotonous.

5.2 suggestion

Based on the result of the research, the researcher makes some suggestions

to be addressed here:

48
 49

1. For the Teacher

a. Through crossword puzzles as an alternative technique in the teaching

and learning process is a good game to be applied to improve students'

vocabulary

b. The teacher should prepare the material well before teaching by using

this strategy such as lesson plan and teaching media.

c. The teacher should manage the class and the time well in order that the

implementation of technique can run well and successfully.

d. The teacher should be more creative for creating class atmosphere.

2. For the students

a. The students should be more creative to look for the way to learn English

easier at school and have a good motivation in learning and try to

practice day by day with friends at school and out of the school.

b. The students should be more serious and never be afraid to make a

mistake in learning English.

c. The students should learn and keep trying hard in learning.

3. For the school

a. The school provide much more English book to be read by the students

so that they can increase their knowledge in learning English especially

vocabulary.

4. For new researcher

The researcher hopes that order researcher will conduct other research

about the effect of using crossword puzzle for increasing student’s

 50

vocabulary development, that can be related to improvement of students’

English skill.

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S
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APPENDICES

Appendix 1. Interview question

1. What do you think is the role of words/vocabulary in learning English?

2. What problem did you faced during teaching vocabulary?

3. How long do you teach vocabulary in one meeting in learning English?

4. How is the process of teaching vocabulary by using crossword puzzle game?

5. In your opinion, is crossword puzzle a good game for teaching vocabulary?

6. How is the students’ ability in vocabulary mastery when you have applied the

crossword puzzle game?

7. Does the crossword puzzle game strategy influence student vocabulary

achievement?

8. Does the student’s vocabulary increase more after you use the crossword

puzzle game, why?

 55

Interview guide 1

Name : HT

Age : 56

Gender : Female

School : SMP Negeri 12 Palu

1. What do you think is the role of words/vocabulary in learning English?

Teacher response: Vocabulary is very important for the students who learn

English as a foreign language. That is why everybody who learns English or a

certain language should know the words. The mastery of vocabulary can

support them in speaking when they are communicating to people can write

and translate the meaning of words when they definite English. If they do not

know the meaning of words, they will not be able to speak, write and translate

anything English. The students can be said gaining progress in English, the

mastery of vocabulary.

2. What problem did you faced during teaching vocabulary?

Teacher response: The lack of student interest in learning Engllish The lack

of students' interest in learning English makes it difficult for students to learn

vocabulary, the lack of vocabulary they have makes them have to think about

what words will be used to answer questions until they are embarrassed to

speak and express their opinions.

3. How long do you teach vocabulary in one meeting in learning English?

Teacher response: I teach it throughout the English lesson because students

need vocabulary mastery to be able to master other English skills.

 56

4. How is the process of teaching vocabulary by using crossword puzzle

game?

Teacher response: running smoothly, because in general most students today

know more about English through games, so by using crossword puzzles,

students are quite interested in learning English.

5. In your opinion, is crossword puzzle a good game for teaching

vocabulary?

Teacher response: quite good, because students become more active in

learning and more focused in learning.

6. How is the students’ ability in vocabulary mastery when you have applied

the crossword puzzle game?

Teacher response: Students' abilities have increased considerably because in

this crossword game students can learn while playing

7. Does the crossword puzzle game strategy influence student vocabulary

achievement?

Teacher response: quite influential because after using crossword puzzles

students begin to dare to express their opinions in class and with the increase

in their vocabulary it also affects other skills such as writing and speaking

8. Does the student’s vocabulary increase more after you use the crossword

puzzle game, why?

Teacher response: yes, it increases, they start to actively answer the

questions the teacher gives.

 57

Interview Guide 2

Name : HG

Age : 45

Gender : Female

School : SMP Negeri 19 Palu

1. What do you think is the role of words/vocabulary in learning English?

1. What do you think the role of words/vocabulary in learning English?

Teacher response: Mastering vocabulary is very important for the

students who learn English. The mastery of vocabulary can support them

in speaking when they are communicating to people, can write and

translate the meaning of words when they definite English. If they do not

know the meaning of words, they will not able to speak, write, and

translate anything English. The students can be said gaining progress in

English the mastery of vocabulary. Vocabulary is central to English

language teaching.

2. What problem did you faced during teaching vocabulary?

Teacher response: students are less interested in learning English so that

students play more than listen to the material explained by the teacher.

3. How long do you teach vocabulary in one meeting in learning English?

 58

Teacher response: during learning because vocabulary is the main key to

mastering other skills in English and without vocabulary students cannot

express their opinions.

4. How is the process of teaching vocabulary by using crossword puzzle

game?

Teacher response: quite good because students become more enthusiastic

and pay more attention to the rules that are being explained by the teacher

so that they can focus on learning.

5. In your opinion, is crossword puzzle a good game for teaching

vocabulary?

Teacher response: quite interesting because with crossword puzzles

students are easier to remember new vocabulary that they find themselves

by looking for words to fill in the question column in the crossword

puzzle.

6. How is the students’ ability in vocabulary mastery when you have

applied the crossword puzzle game?

Teacher response: The students' abilities have improved somewhat than

before because when I first applied the crossword puzzle they were more

enthusiastic about learning English, especially vocabulary

7. Does the crossword puzzle game strategy influence student vocabulary

achievement?
 59

Teacher response: affect, because with the increase in students'

vocabulary with crossword puzzles, students are more daring to speak in

front of the class and are more enthusiastic in improving their vocabulary.

8. Does the student’s vocabulary increase more after you use the

crossword puzzle game, why?

Teacher response: yes it increases, because they start to dare to speak in

front of the class because with the crossword puzzle game they find new

vocabulary

Interview Guide 3

Name : MI

Age : 41

Gender : Female

School : SMP NEGERI 20 PALU

1. What do you think is the role of words/vocabulary in learning English?

Teacher response: In teaching vocabulary, extra insight and broad knowledge

must be provided so that students are able to digest what is taught by the

teacher, especially vocabulary from words.

2. What problem did you faced during teaching vocabulary?

Teacher response: lack of student attention and lack of effort to know or

understand the vocabulary being taught.

3. How long do you teach vocabulary in one meeting in learning English?

Teacher response: sometimes it takes about 30 minutes for each meeting

because then it will be continued with writing and speaking activities.

 60

4. How is the process of teaching vocabulary by using crossword puzzle

game?

Teacher response: quite difficult because it takes hard work in its

implementation

5. In your opinion, is crossword puzzle a good game for teaching

vocabulary?

Teacher response: yes, is good idea

6. How is the students’ ability in vocabulary mastery when you have applied

the crossword puzzle game?

Teacher response: there is progress in understanding the new vocabulary

being taught.

7. Does the crossword puzzle game strategy influence student vocabulary

achievement?

Teacher response: yes, quite influencing

8. Does the student’s vocabulary increase more after you use the crossword

puzzle game, why?

Teacher response: yes it increases.

 61

Interview Guide 4

Name : YP

Age : 35

Gender : Female

School : SMP Negeri 18 Palu

1. What do you think is the role of words/vocabulary in learning English?

Teacher response: the role of vocabulary is very large in the learning process and

understanding the learning material.

2. What problem did you faced during teaching vocabulary?

Teacher response: lack of media to get vocabulary due to the lack of students'

interest in developing the vocabulary they have.

3. How long do you teach vocabulary in one meeting in learning English?

Teacher response: as long as English learning takes place.

 62

4. How is the process of teaching vocabulary by using crossword puzzle

game?

Teacher response: For students who are basically curious, it will be easy to

understand vocabulary with crossword puzzles, but for students who lack

curiosity, the teacher requires extra effort in its implementation.

5. In your opinion, is crossword puzzle a good game for teaching

vocabulary?

Teacher response: quite interesting, because it can increase new vocabulary and

easily remember the vocabulary they find until they can apply it in conversation

6. How is the students’ ability in vocabulary mastery when you have applied

the crossword puzzle game?

Teacher response: more developed to make students more confident to speak

in front of the class.

7. Does the crossword puzzle game strategy influence student vocabulary

achievement?

Teacher response: Yes, because by filling in the columns in the crossword

puzzle using the word they are looking for, it makes it easier for students to

remember the word.

8. Does the student’s vocabulary increase more after you use the crossword

puzzle game, why?

Teacher response: Yes it increases because they are looking for the answer

themselves, and from those who don't know to know.

 63

Interview Guide 5

Name : NWT

Age : 37

Gender : Female

School : SMP Negeri 9 Palu

1. What do you think is the role of words/vocabulary in learning English?

Teacher response: The role of vocabulary in learning English is very

important because it expresses activeness in communicating both orally

and in writing. Vocabulary is learned first because it is easy to understand

and does not use rules such as grammar. The four skills exist because they

are supported by vocabulary so that more vocabulary makes the learning

process easier.
 64

2. What problem did you faced during teaching vocabulary?

Teacher response: sometimes students lack vocabulary because they

memorize and lack of vocabulary makes them less understand the text

taught by the teacher.

3. How long do you teach vocabulary in one meeting in learning English?

Teacher response: taught during English lesson hours.

4. How is the process of teaching vocabulary by using crossword puzzle

game?

Teacher response: Namely by applying it in a text and then directing

students to work on the existing problems.

5. In your opinion, is crossword puzzle a good game for teaching

vocabulary?

Teacher response: Good, because students can contextually guess the

answers to crossword puzzles so students can easily remember the

vocabulary

6. How is the students’ ability in vocabulary mastery when you have

applied the crossword puzzle game?

Teacher response: 75% increase from before using crosswords because

by filling in the text in the crossword column it makes students' memory

stronger because they themselves find the words for the answers.

7. Does the crossword puzzle game strategy influence student vocabulary

achievement?

Teacher response: yes increase

 65

8. Does the student’s vocabulary increase more after you use the

crossword puzzle game, why?

Teacher response: yes, because with crossword puzzles a competition is

made because it is in the form of a game so students try to find their own

answers so that they stick in their memories.

Appendix 2. Research questionnaire and rating scale

n Question Always Often Usually sometime Never result

o s
1 Students become more 5 0 0 0 0 99%
active and enthusiastic after
using crossword puzzle
games
2 Learning vocabulary by 5 0 0 0 0 99%
using crossword puzzle
games can improve
students’ English
vocabulary
3 The teacher uses additional 2 0 2 1 0
books to support vocabulary
learning using crossword
puzzle game
4 Crossword puzzle game are 3 0 2 0 0
effective to support students
in learning English,
especially vocabulary
5 Using crossword puzzle 0 0 0 0 5
media requires a lot of
supporting tools when
learning in class
6 The teacher has difficulty in 0 0 0 4 1
 66

teaching vocabulary using

crossword puzzles

DOCUMENTATION

1. SMPN 12 PALU
 67

2. SMPN 9 PALU
 68

3. SMPN 18 PALU
 69

4. SMPN 20 PALU
 70

5. SMPN 19 PALU
 71

SURAT IZIN PENELITIAN

 72

SURAT KETERANGAN SELESAI PENELITIAN

73
74
75
76
77